Histórias para contar ciências: possibilidades lúdicas para a alfabetização científica

Abstract

Storytelling is an age-old practice. The narratives accompany human evolution, aid in the construction of meanings and in the understanding of cultural and natural events. In elementary school, literacy begins in every way. Literacy begins, the development of mathematical logic and also the development of scientific thought. It is at this moment that storytelling can help, as a pedagogical resource, in the scientific initiation of these students. The general objective of this work is to elaborate a teaching methodology, in which storytelling is a methodological and epistemological resource in the teaching-learning process of Science for Elementary School children / students, especially in the first year. To this end, several steps were taken that were configured in the following specific objectives: to highlight the importance of storytelling for the scientific literacy of first year elementary school children; to identify playful and methodological aspects of storytelling in the process of child development; demonstrate the epistemological importance of storytelling in the process of scientific literacy of children / students; as well as the creation of stories for children and youth with themes related to science teaching. For this study a research was carried out on the authors who base the theory on the storytelling and the teaching of Sciences, such as: Benjamin (1987); Chassot (2006); Matos (2005); Viecheneski, Lorenzetti (2015); Bizzo (2012), among others. A recurring criticism is that the teaching of science occurs mainly through the memorization of concepts, without whetting the curiosity and the creative imagination of the children. In this context, the teaching of science, through storytelling, can make the learning process more meaningful for children / students, as well as dialogic and playful